TEACHERS  MANUAL 


37/.Sa 
T%% 


THE  METHOD  USED  IN  THE 

NEW  BARNES  READERS 


BOOK  TWO 

SECOND  YEAR 


NEW  YORK  AND  CHICAGO 

THE  A.  S.  BARNES  COMPANY 


TEACHEES  MANUAL 

I  * 

THE  METHOD  USED  IN  THE 

NEW  BARNES  READERS 

BOOK  TWO 

SECOND  YEAR 


NEW  YORK  AND  CHICAGO 

THE  A.  S.  BARNES  COMPANY 


COPYRIGHT  1918,  BY 
THE  A.  S.  BARNES  COMPANY 


3  7  /.  3  2l 

ru 

v;  £ 

THE  METHOD  USED  IN  THE 
NEW  BARNES  READERS 

BOOK  TWO 

INTRODUCTION 

In  our  search  for  royal  roads,  we  have  long  over¬ 
looked  the  simple  and  natural  way  of  reading.  While 
considering  the  value  of  oral  reading  in  the  speech 
arts,  we  have  disregarded  the  importance  of  silent 
reading  in  thought  getting. 

Reading  in  the  public  schools  has  generally  been 
thought  of  as  reading  aloud,  although  all  schools  use 
silent  reading  in  their  requirement  that  pupils  study 
silently  geography,  history  and  other  subjects,  and 
our  reading  outside  of  school  and  in  actual  life,  is 
mainly  silent. 

Silent  reading  is  susceptible  of  development  to  as 
great  a  degree  of  perfection  as  is  oral  reading,  but 
in  order  to  secure  this  development  it  must  be  4  ‘  meth¬ 
odized.” 

It  is  a  mistake  to  consider  an  occasional  exercise 
in  silent  reading  with  now  and  then  a  test  for 
thought,  as  furnishing  sufficient  training  in  this 
process.  Nor  is  it  enough  to  introduce  this  mode  in 
the  upper  grades.  The  training  should  begin  with 
reading. 

In  the  New  Barnes  Readers,  which  are  the  first 
outspoken  exponents  of  the  Silent  Reading  Method, 


2 


THE  METHOD  USED  IN 


pupils  are  trained  in  this  form  of  reading  from  the 
very  first  lesson,  and  this  training  continues  daily. 

In  every  step  of  the  early  work  in  the  Silent  Read¬ 
ing  System,  this  thought  has  been  kept  in  mind,  that 
we  must  train  our  pupils  not  only  to  read  well  orally, 
but  first  and  all  the  time,  we  must  train  them  in 
power  to  assimilate  and  interpret  silently  and  rapidly, 
the  thoughts  and  ideas  of  the  printed  page.  When 
this  training  is  emphasized  we  cannot  calculate  the 
saving  of  time  or  measure  the  increase  of  power  in 
th^  study  of  other  school  subjects. 

The  Manual  for  the  First  Year  tells  in  detail  how 
this  training  begins,  and  Second  Year  teachers  should 
thoughtfully  read  every  page, 

A  brief  outline  of  the  reading  for  the  First  Year 
follows : 

The  approach  to  silent  reading  is  made  through 
the  kindergarten  materials  and  activities. 

With  these  familiar  objects  and  actions,  sentences 
are  formed  which  the  pupil 

reads  silently, 
acts, 

reads  audibly. 

Then  follow  short  4  ‘  make  believe  ’ ’  stories  in  which 
the  pupil  represents  a  certain  character  in  feeling 
and  action,  and 

reads  silently, 

acts  or  tells  the  story, 

reads  audibly. 

The  stories  in  the  primer  and  first  reader  are  real 
literature,  and  are  arranged  in  parts  or  chapters. 


THE  NEW  BARNES  READERS 


Each  part  gives  a  complete  setting,  or  one  scene  of 
the  story.  The  pupils 

read  the  first  part, 

tell  the  story  and  discuss  it  with  the  teacher, 
sometimes  arranging  plan  for  dramatiza¬ 
tion, 

read  aloud, 

read  second  part, 

tell,  and  discuss  with  the  teacher,  sometimes 
arranging  plan  for  dramatization, 

read  aloud. 

This  plan  is  followed  till  the  story  is  finished. 

If  the  teacher  wishes,  it  is  then  dramatized. 

Every  reading  lesson  is  a  sight  reading  lesson  in 
silent  reading  first,  and  an  oral  reading  lesson  only 
after  the  teacher  has  had  the  pupils’  interpretation 
of  the  thought  in  the  lesson. 

This  work  is  continued  in  the  second  year  with  all 
reading  lessons.  Many  and  varied  tests  are  given 
in  Book  Two.  These  tests  fix  a  standard  by  which 
the  teacher  may  judge  her  class  in  the  rate  of  read¬ 
ing  and  in  the  ability  to  grasp  the  thought  of  the  text. 
They  are  fully  outlined  in  the  pages  that  follow. 

An  added  feature  in  the  work  of  the  second  year 
is  the  intensified  questioning  by  the  teacher  in  the 
discussion  which  follows.  She  is  thus  training  the 
pupils  in  the  habit  of  thoughtful  concentration  on 
ideas  in  the  text  in  order  that  they  may  be  able  to: 

First:  tell  in  logical  sequence  the  thought  in  the 
page  they  have  read  silently. 

Second:  answer  clearly  and  definitely  the  questions 
the  teacher  may  ask  about  the  text. 


4 


THE  METHOD  USED  IN 


Teachers  must  remember  that  silent  reading  is  a 
rapid  process  and  that  if  pupils  are  allowed  to  dawdle 
over  it,  the  habit  of  concentration  will  not  be  attained. 
For  this  reason,  in  outlining  the  second  year’s  work, 
a  suggestion  as  to  the  proper  rate  is  given.  While 
the  pupils  are  never  urged  to  hurry,  if  the  directions 
are  followed  as  outlined  the  rapid  rate  becomes  the 
usual  rate. 

In  silent  sight  reading  as  in  the  old  plan  of  oral 
reading,  it  is  necessary  that  unfamiliar  words  and 
names  be  developed,  and  their  meaning  discussed 
before  the  lesson,  but  the  teacher  will  be  surprised 
to  find  how  quickly  a  child  trained  in  the  silent  read¬ 
ing  method  will  sense  the  meaning  of  an  unfamiliar 
word  through  the  context,  thus  learning  to  feel  the 
function  of  words. 


PHONICS 

In  the  first  year,  pupils  learn  to  feel  the  value  of 
consonants 

First:  by  rhyming  words,  and  selecting  the  initial 
sound  from  a  series  of  words  beginning  with  the  same 
consonants. 

Second:  by  building  with  the  set  of  phonetic  cards. 
In  this  building  the  pupils  simply  change  the  initial 
consonant  and  tell  the  word.  If  they  are  building 

with . 

can 

they  place  m  over  c  and  say  man  (not  m-an. , .  .man.) 

The  short  and  long  vowels  are  then  taught.  This 
obviates  the  necessity  of  memorizing  lists  of  endings. 
At  the  end  of  the  first  grade,  pupils  should  know 


THE  NEW  BARNES  READERS 


5 


all  consonants  and  combinations  of  consonants,  the 
short  and  long  vowels,  and  the  following  combina¬ 
tions  of  letters: 


igh  —  i 
ay  —  a 


oo  m  moon 
or  in  horn 
oy  in  boy 
oi  in  voice 
ur  in  burn 
er  in  her 
ir  in  girl 


oiv  in  blow 
ow  in  now 
on  in  cloud 
en  in  hen 
ar  in  far 


The  pupils  who  are  trained  by  this  system  get  new 
words  by  giving  every  sound. 

They  know  that  every  word  contains  at  least  one 
vowel. 

When  a  one-syllable  word  ends  in  e,  the  e  is  silent, 
and  the  other  vowel  is  usually  long. 

When  a  one-syllable  word  does  not  end  in  e,  the 
vowel  is  short. 

When  pupils  find  two  vowels  together  in  a  one- 
syllable  word,  they  try  making  the  first  one  long,  the 
second  silent. 

Pupils  have  been  taught  the  simplest  form  of  a 
word.  They  will  recognize  the  possessive  form  and 
can  add  s,  ing ,  ly ,  est,  ed  (ed,  d,  t)  to  all  suitable 
words. 

Words  that  contain  unknown  elements  are  taught 
as  sight  words,  or  are  discovered  by  changing  the 
initial  consonant  of  a  known  word. 

In  the  third  year  manual  will  be  found  helpful 
groupings  of  vowels  with  key  words  to  aid  the  teacher 
in  preparing  her  class  for  the  use  of  the  dictionary. 


6 


THE  METHOD  USED  IN 


SECOND  YEAR 

The  words  for  each  story  are  given  under  the  name 
of  the  story  in  the  Word  List  at  the  end  of  this 
Manual. 

Except  in  the  test  lessons,  the  one-syllable,  three-or- 
four-letter  words  are  omitted  from  the  word  lists, 
unless  they  present  peculiar  difficulties  in  sound, 
spelling  by  letter,  or  meaning. 

It  is  unnecessary  to  give  these  simple  words  after 
pupils  have  thoroughly  mastered  the  work  of  the  first 
grade. 

If  the  pupils  have  difficulty  with  contractions,  show 
how  contractions  are  formed  as  is  not ,  isn’t  and  give 
a  brief  review. 

The  pupils  in  the  second  grade  are  ready  for  the 
facts  that  words  are  divided  into  syllables,  that  each 
syllable  contains  a  vowel  or  two  vowels  together  as 
ou  in  grouping,  that  sometimes  a  vowel  alone  is  a 
syllable. 

Drill  first  with  words  that  are  easily  divided  into 
syllables  as; 


sunshine 

into 

singing 

nearer 

visit 

Teach  the  pupils  to  notice  the  vowels  in  a  word, 
to  assign  a  vowel  or  two  vowels  coming  together  to  a 
syllable,  then  sound  and  pronounce  the  word. 

Proceed  with  words  of  greater  difficulty. 


THE  NEW  BARNES  READERS 


7 


The  teacher  should  never  mark  a  word  unless  it  is 
necessary:  for  example,  in  sunshine,  the  pupils  will 
know  from  the  first  year’s  training  that  u  is  short 
and  i  is  long. 

In  teaching  the  mark  for  long  and  short  vowels 
and  obscure  vowels  the  teacher  should  consult  the 
dictionary. 

Accent  or  emphasis,  should  now  receive  some  at¬ 
tention. 

From  many  familiar  words  of  more  than  one  syl¬ 
lable  show  that  one  syllable  is  more  emphatic  than 
the  others  as: 


singing 

visit 

robin 

pointer 

basket 

Proceed  with  words  of  greater  difficulty. 

Every  new  sound  is  taught  from  a  known  word. 

This  word  will  serve  to  recall  the  sound,  if  it  is 
not  instantly  known. 

Review  short  and  long  vowels.  Teach  the  marking 
for  short  and  long  vowels.  Do  not  mark  a  word  that 
can  be  sounded  according  to  facts  taught  in  the  first 
year. 

Teach  a  in  alsk 
a  in  arm 

a  in  saw.  This  sound  is  usually  found  be¬ 
fore  w  or  l. 

an  in  taught,  sounds  like  aw  in  saw. 


8 


THE  METHOD  l/SED  IN 


Show  that 

are  in  care 

ei 

in 

eight 

air 

in 

fair 

u 

in 

use 

ere 

in 

there 

ew 

in 

few,  sound  alike. 

eir 

in 

their, 

sound  alike. 

ew 

in 

drew 

00 

in 

foot 

0 

in 

shoe 

u 

in 

puss, 

sound  alike. 

00 

in 

moon 

0 

in 

dove  is  like  short  u 

u 

in 

true 

ey 

in 

they 

on 

in 

group,  sound  alike. 

Review  y  and  ly  at  the  end  of  words. 
ph  has  the  sound  of  /. 

Review  er  in  her. 

Show  ear  in  heard. 

Teach  the  sounding  of  obscure  vowels  and  the 
marking. 

Select  words  in  which  the  k  and  g  are  silent  as : 

gnaw, 

know. 

Show  words  in  which  the  b  after  an  m  is  silent,  as 
comb. 

Show  that  c  is  soft  or  like  5  before  eiy  as : 

city, 

cell. 

Show  that  g  is  soft  or  like  j  before  eiy  as  gem, 
gill,  gypsy. 

Show  the  silent  gh  in  high,  eight,  taught  and  other 
words. 

When  unusual  sounds  of  letters  appear  in  new 
words  as: 

the  sound  of  sh  for  c  in  special, 
the  sound  of  sh  for  s  in  sugar, 
the  sound  of  j  for  d  in  soldier 


THE  NEW  BARNES  READERS 


9 


tell  the  pupil  the  unusual  sound  of  the  letter  before 
he  sounds  the  word. 


Teach  the  following  suffixes: 


-ful 

-ion 

-tion 

-sion 

-cion 

-ous 

-cious 

-ble  " 

-die 

-pie  >■ 

-tie 

-gle  > 


Show  silent  e 


Preparation  for  Reading 

The  teacher  writes  on  the  board  the  words  in  the 
word  list  for  the  story. 

She  may  select  other  words  in  the  lesson  according 
to  the  needs  of  her  class. 

She  should  divide  the  words  into  sight  and  phonetic 
words. 

As  she  proceeds  with  the  phonetic  work  of  the  sec¬ 
ond  year,  fewer  words  will  be  sight  words  and  a 
greatly  increased  number  phonetic. 

She  should  note  also,  the  words  that  need  to  be  dis¬ 
cussed  as  to  meaning,  and  have  pupils  give  sentences 
containing  such  words. 

Words  peculiar  in  spelling  should  also  be  noted. 

The  words  for  The  Helpful  Engine  should  be 
placed  on  the  blackboard. 

The  words  indicated  by  m  should  be  discussed  as 


10 


THE  METHOD  USED  IN 


to  meaning.  In  the  words  marked  s  the  spelling 
should  be  specially  noticed. 


Phonetic  Words 


Sight  Words 


choo 

worn-out 


m  and  s 


freight  -< 


after  ei  has  been 
taught  and  the 
silent  gh ,  words 
similar  to  this  be- 
c  o  m  e  phonetic 
words. 


(pony 

1  engine  (tell  pupils  the  i  is  short) 


m  and  s  station^ 


after  tion  has 
been  taught,  this 
word  becomes 
phonetic. 


m  and  s  engineer 
train 
city 

drifting 
slower 
waiting 
m  eve 

s  stopped 

s  Christmas  (tell  pupils  the  h  is  silent) 

helpful 
m  sturdy 

m  cheerful 

m  roundhouse 


The  pupil  sounds  a  word  as 
tr  ai  n 


THE  NEW  BARNES  READERS 


11 


The  teacher  says,  “What  would  it  be  if  it  began 
with  br?” 

Pupil  says  “brain”  and  spells  it. 

Teacher — “If  it  began  with  rt" 

Pupil  tells  and  spells. 

Teacher — “If  it  began  with  dr? 9 9 

Pupil  tells  and  spells. 

The  teacher  gives  other  words. 

She  then  shows,  ain  and  ane  and  indicates  on  the 
board  the  consonants  to  be  used  with  each  ending. 

The  teacher  is  urged  to  call  attention  every  day  to 
endings  that  sound  alike  but  are  spelled  differently. 

Pupil  sounds 

st  ur  d  y 

The  pupils  discuss  its  meaning. 

Pupils  use  it  in  sentences. 

Pupil  sounds  city.  (Note  the  soft  c.) 

Pupil  sounds 

drift  ing 

Teacher  says,  “What  will  it  be  if  I  place  ed  after 
drift?” 

Pupil  tells  and  spells. 

Teacher — What  will  drift  become  if  dr  is  changed 
to  l? 

Pupil  tells  and  spells. 

After  a  word  is  sounded  and  pronounced  as  slower , 
use  the  word  slow  with  other  endings  as ; 

slowly 

slowest 

Sound  all  the  phonetic  words  in  the  lesson,  using 


12 


THE  METHOD  USED  IN 


at  least  four  each  day,  to  build  other  words,  and  spell, 
and  change  endings,  wherever  it  is  possible. 

Teach  the  sight  words. 

This  preparation  for  reading  should  be  given  a 
definite  place  in  the  school  program.  It  should  not 
he  given  in  the  reading  period. 

After  a  little  drill  in  changing  suffixes,  it  is  help¬ 
ful  to  use  prefixes  to  change  the  word.  Thus,  con¬ 
tent  may  be  made  into  discontent  and  discontent  into 
discontented;  happy  into  unhappy ,  into  happiest ,  hap¬ 
piness  and  happily, 


Beading  the  story 
THE  HELPFUL  ENGINE 
Section  One 

Pupils  read  the  first  section  silently. 

The  teacher  questions  the  class  for  vital  points  and 
details  in  logical  order. 

The  pupils  read  the  section  orally. 

Section  Two 

Pupils  read  the  second  section  silently. 

Pupils  reproduce. 

If  details  are  omitted  in  the  reproduction,  the 
teacher  should  skilfully  question  for  them. 

The  pupils  read  orally. 

Do  not  allow  too  much  time  for  silent  reading. 
The  aim  of  the  method  is  to  train  pupils  to  get  the 
thought  from  the  first  intensive  silent  reading  of  the 
text. 

It  is  suggested  that  the  test  for  thought  be  tnade 
sometimes  through  the  teacher's  questions,  sometimes 


THE  NEW  BARNES  READERS 


13 


by  a  complete  reproduction  of  the  section  by  a  pupil 
or  pupils,  and  if  the  story  is  to  be  dramatized,  by 
arranging  the  plan  for  dramatization  after  the  silent 
reading  of  each  section.  The  dramatization  follows 
the  completion  of  the  story.  The  plan  for  dramatiza¬ 
tion  should  be  outlined  after  the  silent  reading  of 
each  section. 

It  is  also  suggested  that  at  least  one  lesson  a  week 
be  dramatized. 

The  plan  given  above  should  apply  in  principle  to 
all  the  stories  in  Book  Two  except  the  Test  Lessons. 

Every  story  is  a  lesson  in  silent  reading  before  it 
becomes  a  lesson  in  oral  reading. 

The  pupils  do  not  study  the  reading  lesson.  The 
silent  reading  is  the  first  and  only  time  the  pupils 
read  the  text  before  they  read  it  orally, 

THE  YOUNG  ROBIN 

Rate  of  silent  reading:  Eighty  per  cent  of  the 
class  will  read  the  story  silently  in  less  than  75  sec¬ 
onds.  A  few  pupils  will  finish  in  45  seconds  or  less, 
several  may  take  longer  than  the  indicated  maximum. 

For  this  test  the  pupils  should  be  supplied  with 
pencils  and  paper. 

At  a  signal  from  the  teacher,  the  pupils,  having 
been  directed  to  find  the  page,  begin  the  reading  to¬ 
gether. 

The  teacher  will  quietly  note  the  rate  of  the  most 
rapid  readers  and  the  slower  ones.  When  all  pupils 
have  finished  the  reading,  as  indicated  by  closed 
books,  the  teacher  proceeds  to  ask  questions  and  di¬ 
rects  the  pupils  to  write  the  answers.  Ample  time 
must  be  allowed  for  writing  the  answers. 


14 


THE  METHOD  USED  IN 


Questions 

1.  Write  the  name  of  the  bird  you  have  read  about. 

2.  Write  the  words  that  tell  where  he  lived. 

3.  Write  the  words  that  tell  where  he  wanted  to  go. 

4.  Write  the  first  word  his  mother  said  to  him 
about  it. 

5.  Write  the  three  words  the  young  robin  answered. 

6.  Write  the  words  that  tell  what  the  young  robin 
did  then. 

7.  Write  the  name  of  the  animal  that  caught  him. 

8.  Write  the  sentence  that  tells  why  he  didn’t 
mind  his  mother. 

After  the  papers  are  collected,  a  few  pupils  will 
read  the  selection  to  the  class. 

By  keeping  a  record  of  the  time  required  for  each 
pupil  to  read  the  lesson  silently,  the  teacher  may 
obtain  the  average  speed  of  her  class  in  silent  read¬ 
ing. 

By  rating  her  class  on  the  answers  to  the  questions, 
she  may  obtain  some  idea  of  the  ability  of  each  child 
to  interpret  thought  from  silent  reading.  The  score 
of  the  individual  pupil  as  well  as  the  class  score  may 
thus  be  obtained  if  the  teacher  desires  either.  These 
may  be  of  value  in  noting  the  progress  of  the  class 
from  time  to  time  in  rapidity  and  accuracy. 

Some  of  the  stories  in  Book  Two  cover  ten  or  more 
pages.  The  teacher’s  judgment  will  dictate  the  por¬ 
tion  of  the  story  required  for  a  lesson.  She  will  find 
that  this  plan  leaves  the  pupils  eager  to  continue  the 
story  the  next  day. 


THE  NEW  BARNES  READERS 


15 


BED  IN  SUMMER 


Preparatory  period. 


Preparation 
of  words 


Phonetically  pro¬ 
nounced 
Spelled 

Meaning  discussed 


See  outline  of 
^  words  on  page 

10 


Reading  period. 

Silent  reading. 

Skilful  questioning  by  teacher  to  bring  out 
poetic  thought. 

Oral  reading. 


THE  TURKEY'S  NEST 


Preparatory  period. 


r  Phonetically  pro- 
Preparation  nounced 
of  words  1  Spelled 

Meaning  discussed 


See  outline  of 
words  on  page  10 


It  is  suggested  that  this  story  be  dramatized. 
Reading  period. 


Part  I 


Pupils  read  silently. 

Reproduce. 

Teacher  questions  children  for  a  plan  for  drama¬ 
tization. 

Place — “On  the  way  home." 

Barnyard. 

Characters — Turkey,  White  Duck, 

Gray  Goose,  Brown  Hen. 

Action. 

Conversation. 

Oral  Reading. 


16 


THE  METHOD  USED  IN 


Part  II 

Pupils  read  silently. 

Reproduce. 

Teacher  questions  pupils  for 
Characters — Turkey, 

Cook, 

Cousin  Pen, 

Brother  Fred, 

Little  Ben, 

Gray  Goose, 

White  Duck. 

What  they  did — Looked  for  nest. 

Where  they  looked — Barnyard  and  around  the 
house. 

In  the  hollow. 

In  the  field. 

By  Goose  Pond. 

Action. 

Conversation. 

Oral  Reading. 

Part  III 

Pupils  read  silently. 

Reproduce. 

Teacher  questions  pupils  for 
Characters — Mother, 

Father, 

Children, 

Gray  Goose, 

White  Duck, 

Brown  Hen, 

Turkey  hen  and  twelve  little  turkeys. 
What  they  did — Mother  and  Father  hunt  for  nest. 

Children  go  down  the  lane  to  meet 
Father. 


THE  NEW  BARNES  READERS 


17 


Turkey  hen  at  first  on  her  nest. 
Later  walks  into  the  yard  with 
twelve  little  turkeys. 

Conversation. 

Oral  Reading  of  Part  III  and  the  complete  story. 
Dramatization. 


GUESS  ITS  NAME 
Test  Lesson 

Directions. 

Paper  and  pencil  for  each  pupil. 

The  teacher  should  explain  to  the  pupils  that  after 
reading  the  page  they  are  to  write  one  word  that  tells 
what  they  have  been  reading  about. 

Pupils  open  books  and  begin  to  read  silently  when 
the  teacher  directs.  They  close  books  when  the  story 
is  finished  and  write  the  name. 

The  teacher  scores  the  class  in  the  rate  of  silent 
reading  and  rates  the  pupil  and  class  in  ability  to 
interpret  thought. 


THE  FAIRIES’  SECRET 


Preparatory  period. 

Pronounced 

Preparation  of 
words 


pho¬ 
netically 
Spelled 

Meaning  discussed 


See  outline 
on  page  10 


Reading  period. 

Pupils  read  silently. 

Teacher  questions  for  thought. 

The  questioning  should  impress  the  ethical  beauty 
of  the  story  upon  the  child’s  mind.  Urge  pupils  to 
express  their  own  opinions  about  the  story. 


18 


THE  METHOD  USED  IN 


THE  MOUSE  DIDN'T  THINK 

Test  Lesson 

Bate  of  silent  reading:  Eighty  per  cent  of  the  class 
will  read  the  story  silently  in  less  than  90  seconds. 

Conduct  the  lesson  as  directed  in  “The  Young 
Robin.” 

The  teacher  may  plan  her  questions. 

THE  ELVES  POINTED  SLIPPERS 

Preparatory  period. 

Preparation  of  words  as  outlined. 

Reading  period. 

Read  each  section  silently. 

Discuss  thought  before  the  oral  reading. 

Allow  pupils  to  ask  questions  concerning  the  text. 

Socialize  the  recitation. 

In  the  discussion  of  the  thought,  before  the  oral 
reading,  it  will  be  helpful  to  allow  a  pupil  to  tell  the 
facts  embodied  in  a  complete  section  of  the  text. 
Reproduction  tests  his  ability  to  express  the  thought 
in  logical  sequence.  Questions  on  the  facts  of  a  sec¬ 
tion  will  bring  out  the  pupil's  ability  to  answer  con¬ 
cisely  and  clearly  the  impressions  he  has  gained  from 
the  printed  page. 

THE  SNOW  MAN 
Test  Lesson 

Eighty  per  cent  of  the  pupils  should  read  this  page 
silently  in  less  than  75  seconds. 

Directions. 

Paper  and  pencil  for  each  pupil. 


THE  NEW  BARNES  READERS 


19 


Teacher  explains  that  after  the  silent  reading 
pupils  are  to  draw  a  picture  showing  what  they  have 
read. 

Pupils  open  books  and  begin  to  read  when  the 
teacher  directs,  closing  books  when  they  have  finished. 
They  then  draw  the  picture. 

With  this  test  the  teacher  may  rate  her  class  on 
thought  and  speed. 

The  drawing  should  interpret  the  thought  of  the 
text.  Rate  with  this  in  mind  rather  than  for  clever 
sketching. 

THE  GRAY  MOUSE  AND  THE  ELF  MEN 

Preparatory  period. 

Preparation  of  words  as  in  outline. 

This  lesson  contains  a  strong  appeal  to  the  pupils 
instinct  to  dramatize  and  to  their  love  for  the  magical 
and  the  element  of  surprise.  Talk  over  the  arrange¬ 
ment  of  the  Elf  Men's  home,  etc.,  and  arrange  plan 
for  dramatization  after  silent  reading. 

BEE  SONG 

Test  Lesson  for  Dramatization 

Do  not  attempt  to  measure  speed  in  this  lesson. 
Directions. 

Pupils  read  first  stanza  silently. 

Dramatize  with  as  little  help  from  teacher  as  pos¬ 
sible.  Let  the  children  interpret. 

Read  second  stanza. 

Dramatize  with  as  little  help  from  teacher  as  pos¬ 
sible. 

Let  the  children  interpret. 

Read  aloud. 


20 


THE  METHOD  USED  IN 


WHICH  LOVED  BEST 

This  lesson  should  be  used  as  a  regular  reading  les¬ 
son  with 

Silent  reading, 

Telling  of  thought, 

Oral  reading. 

The  poem  may  then  be  memorized. 

THE  LITTLE  BRASS  KETTLE 
Preparatory  period. 

Preparation  of  words. 

Part  I 

Pupils  read  silently. 

Pupils  reproduce. 

Oral  reading. 

Part  II 

Pupils  read  silently. 

Teacher  questions  pupils  to  bring  out  thought  in 
this  section. 

Oral  reading. 

Part  III 

Pupils  read  silently. 

Pupils  reproduce. 

Oral  reading. 

Continue  with  parts  IV,  V,  VI  and  VII,  alternating 
the  reproduction  by  pupils  and  questioning  by  the 
teacher. 

Ask  pupils  to  express  opinions  and  judgments  fre¬ 
quently. 

After  all  the  parts  have  been  read,  pupils  read  the 
complete  story.  This  is  a  good  story  for  dramatiza¬ 
tion. 


THE  NEW  BARNES  READERS 


21 


A  FOOLISH  TURKEY 
Test  Lesson 

Eighty  per  cent  of  the  class  will  read  this  lesson 
silently  in  less  than  75  seconds. 

Directions. 

Each  pnpil  should  have  pencil  and  paper  on  the 
desk. 

Pupils  open  books. 

All  pupils  begin  to  read  silently  at  the  same  time, 
and  close  the  books  when  they  have  finished. 

The  teacher  tells  the  pupils  she  will  ask  questions, 
and  they  may  answer  them  by  writing  one  word. 
Teacher  allows  time  after  each  question  for  pupils  to 
write  the  answer 

Books  remain  closed. 

With  the  questions  for  “The  Young  Robin ”  as  a 
guide,  the  teacher  should  plan  her  questions  for  this 
lesson, 

THE  CHRISTMAS  TREE  OF  LONG  AGO 

Preparatory  period. 

Preparation  of  words  as  outlined. 

Special  preparation  on  the  meanings  of  glistened , 
wand ,  twig ,  branch  mav  be  needed. 

Reading  period. 

Pupils  read  silently. 

Teacher  questions  to  bring  out  logical  development 
of  the  story. 

Pupils  may  ask  questions.  Socialize  the  lesson  as 
much  as  possible. 

Oral  reading  by  the  pupils. 


22 


THE  METHOD  USED  IN 


GUESS  WHAT  IT  IS 
Test  Lesson 

The  class  will  read  this  lesson  silently  in  less  than 
75  seconds. 

Directions. 

Supply  each  pupil  with  a  pencil  and  paper. 

The  teacher  tells  the  pupils  that  when  they  have 
finished  the  silent  reading,  they  are  to  write  the  name 
of  the  thing  the  story  described. 

Pupils  open  books. 

Begin  silent  reading  together. 

Close  books  and  write  the  word  when  they  have 
finished  silent  reading. 

A  few  pupils  read  the  lesson  to  the  class. 

The  teacher  will  rate  both  speed  and  interpreta¬ 

tion  of  thought  from  this  test, 

THE  WIND 

The  teacher  should  read  this  poem  to  the  class,  then 
question  to  bring  out  the  beautiful  imagery  or  word 
pictures. 

Pupils  memorize  the  poem  by  repeating  the  lines 
and  phrases  after  the  teacher. 

THE  SLOW  LITTLE  MUD  TURTLE 

Preparatory  period. 

Preparation  of  words  as  outlined. 

Reading  period. 

Part  1 

Pupils  read  silently. 

Pupils  reproduce. 


THE  NEW  BARNES  READERS 


23 


Teacher  questions  for  plan  for  dramatization,  the 
questions  to  include : 

Characters — The  mother  turtle  and  some  friends. 
Twenty  little  turtles. 

Snail. 

Place — The  warm  sand. 

An  old  log. 

Time — A  hot  summer  day. 

Action. 

Conversation. 

Oral  Reading. 

Part  II 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 
Characters — Mother  turtle. 

Young  turtles. 

Place — The  old  log. 

Time — The  same  day. 

Action. 

Conversation. 

Oral  Reading. 

Part  III 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 

Characters — Mother  and  her  friends. 

Little  turtles. 

Boys. 

Tree  frog. 

Place — The  pond. 

Little  turtles  on  one  log  and  mother  turtles 
and  friends  on  another. 

The  pond  where  the  turtles  lived. 


24 


THE  METHOD  USED  IN 


Time — One  beautiful  afternoon  and  evening. 
Action. 

Conversation. 

Oral  Reading. 

Part  TV 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 
Characters — Mother  turtle. 

Slow  little  turtle  and  his  brothers  and 
sisters. 

A  strange  turtle. 

Place — At  the  edge  of  the  pond  where  the  turtles 
lived. 

Time — That  evening. 

In  the  morning. 

One  day  later. 

Action. 

Conversation. 

Special  emphasis  in  questioning  should  be  given  to 
the  change  in  the  habits  of  the  Slow  Little  Turtle  and 
the  pupils  should  be  encouraged  to  comment  on  the 
story. 

Oral  reading  of  complete  story. 

Dramatization. 

THE  DOVE  AND  THE  BEE 

Test'  Lesson 

A  few  pupils  will  finish  the  silent  reading  of  this 
story  in  less  than  a  minute.  Three-fourths  of  the 
class  will  require  from  one  to  one  and  one-half  min¬ 
utes. 


THE  NEW  BARNES  READERS 


25 


Directions. 

Supply  each  pupil  with  pencil  and  paper. 

Pupils  open  books. 

Pupils  all  read  silently  when  the  teacher  tells  them 
to  begin,  and  close  the  books  when  they  have  finished. 

They  then  write  the  answers  to  the  following  ques¬ 
tions. 

Encourage  children  to  give  answers  for  this  and  all 
future  test  lessons  in  complete  sentences,  but  the 
teacher  must  remember  that  in  rating  the  ability  of 
her  class  to  interpret  thought  she  is  not  marking  lan¬ 
guage  papers. 

Questions 

1.  Write  the  name  of  the  bird  and  the  name  of  the 
insect  spoken  of  in  the  story. 

2.  What  happened  to  the  bee? 

3.  Why  was  it  so  bad  for  the  bee  to  fall  into  the 
water  ? 

4.  Who  saw  the  bee  ? 

5.  What  did  the  dove  take  in  his  beak? 

6.  What  did  the  dove  do  with  the  leaf? 

7.  How  did  the  bee  use  the  leaf  ? 

8.  Tell  what  the  dove  was  doing  one  day? 

9.  Who  saw  her  at  work? 

10.  What  did  the  boy  think  he  would  do? 

11.  Who  kept  the  boy  from  throwing  the  stone  ? 

12.  How  did  the  bee  keep  the  boy  from  throwing 
the  stone  ? 

The  teacher  asks  one  question  at  a  time,  giving  the 
pupils  time  to  write  the  answer  before  asking  the 
next  question.  She  may  then  rate  her  class  on  speed 
and  interpretation  of  thought. 


26 


THE  METHOD  USED  IN 


IRMGARD’S  COW 


Preparatory  period. 

Preparation  of  words  as  outlined. 

Words  and  phrases  for  special  discussion: 


Swiss 

guide 


print  butter 

Switzerland 

highlands 

chewed  her  cud 

sleek 

greet 


herdsman 

dairymaid 

churn 


Pupils  read  each  section  silently. 

Pupils  reproduce  or  answer  questions  given  by 
teacher.  If  the  teacher  wishes  to  dramatize  the  story, 
she  may  prepare  an  outline  for  the  questioning  as  in 
“The  Slow  Little  Mud  Turtle.” 

After  a  part  is  read  silently  and  discussed,  it  is 
read  orally. 

After  the  last  part  is  read  silently  and  discussed, 
the  complete  story  is  read  orally. 

Dramatized  if  the  teacher  wishes  to  do  so. 


THE  ROCK-A-BY  LADY 


The  teacher  should  read  this  poem  to  the  class,  then 
question  to  bring  out  the  beautiful  imagery  or  word 
pictures. 

Pupils  memorize  the  poem  by  repeating  the  lines 
and  phrases  after  the  teacher. 

THE  CAT,  THE  MONKEY,  AND  THE 
CHESTNUTS 

Test  Lesson 

The  teacher  should  prepare  questions  and  conduct 
the  lesson  as  directed  under  “The  Dove  and  the 


Bee.” 


THE  NEW  BARNES  READERS 


27 


THE  TALE  OF  PETER  RABBIT 
There  are  a  number  of  unfamiliar  words  in  this 
story  which  the  teacher  will  need  to  discuss  with  her 
class. 

Preparatory  period. 

Preparation  of  words  as  outlined. 

Reading  period. 

Part  I 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 
Characters — Flopsy, 

Mopsy, 

Cotton-tail, 

Peter, 

Their  mother, 

Mr.  McGregor. 

Time — One  morning. 

Place — The  sand-bank. 

Mr.  McGregor’s  garden. 

Action. 

Conversation. 

Oral  Reading. 

Part  II 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 
Characters — Peter, 

Mr.  McGregor, 

Sparrows. 

Place — The  same. 

Time — The  same. 

Action. 

Conversation. 

Oral  Reading. 


28 


THE  METHOD  USED  IN 


Part  III 

Pupils  read  silently. 

Reproduce. 

Teacher  questions  for 
Characters — Peter, 

Mr.  McGregor, 

Mouse, 

Cat. 

Time  and  Place — The  same. 

Action. 

Conversation. 

Oral  reading  by  the  pupils. 

Part  TV 

Pupils  read  silently. 

Reproduce. 

Teacher  questions  for 
Characters — Peter, 

His  mother, 

Flopsy, 

Mopsy, 

Cottontail. 

Place — Peter’s  home. 

Time — Late  afternoon  and  early  evening. 

Action  and  conversation. 

Oral  reading  of  Part  IV  and  the  complete  story. 
Dramatization. 

THE  MAGPIE’S  CLASS 

Preparatory  period. 

Preparation  of  words  as  outlined. 

Pupils  read  each  part  silently. 

Reproduction  by  pupils  and  questioning  by  teacher, 
followed  by  oral  reading. 

This  is  a  good  story  for  dramatization. 


THE  NEW  BARNES  READERS 


29 


THE  CAT  AND  THE  BIRDS 

Test  Lesson 

The  teacher  should  prepare  questions  and  conduct 
the  lesson  as  directed  under  “The  Dove  and  the  Bee.” 

MICKIE  LONG-TAIL 

This  is  a  beautiful  story  of  an  animal's  love  and 
devotion.  The  words  should  be  carefully  prepared 
and  the  regular  order  of  reading  followed: 

Silent  reading. 

Reproduction  and  discussion. 

Oral  reading  of  each  part. 

Oral  reading  of  entire  story. 

THE  ALLIGATOR  AND  THE  JACKAL 

Preparatory  period. 

Preparation  of  words. 

A  number  of  the  words  in  the  list  need  special 
preparation  as  to  meaning. 

Reading  period. 

Parti 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 
Characters — Jackal, 

Alligator. 

Place — Down  by  the  river. 

Time — Dinner  time. 

Action. 

Conversation. 

Oral  Reading. 


30 


THE  METHOD  USED  IN 


Part  11 

Pupils  read  silently. 

Characters,  Time  and  Place — The  same. 

Action. 

Conversation. 

Oral  Reading. 

Part  Ill 

The  outline  for  Part  III  is  the  same  as  that  for 
Part  II. 


Part  IV 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 
Characters  and  Time — The  same. 

Place — The  jungle. 

Surroundings — Fig  trees. 

Action. 

Conversation. 

Oral  reading  by  the  pupils. 

Part  V 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 
Characters — The  same. 

Place — The  Jackal’s  den  and  surroundings. 

Time — The  next  morning. 

Action. 

Conversation. 

Oral  reading  of  Part  V  and  of  the  complete  story. 
Dramatization. 


THE  NEW  BARNES  READERS 


31 


THE  DOG  AND  THE  WOLF 

Test  Lesson 

The  teacher  should  prepare  questions  and  conduct 
this  lesson  as  directed  under  “The  Dove  and  the 
Bee.” 

I  SAW  A  SHIP  A-SAILING 

Preparatory  period. 

Preparation  of  words  as  outlined. 

Beading  period. 

Pupils  read  first  stanza  silently. 

Tell  about  the  picture  they  saw  while  reading  it. 
Take  each  stanza  in  the  same  way. 

Pupils  tell  the  whole  story. 

Oral  Beading. 


A  STAB  STOEY 

Follow  the  usual  order  for  preparation  and  for 
reading. 

The  teacher  needs  to  be  filled  with  the  beauty  of 
the  story  and  the  lesson  it  teaches,  in  order  that  she 
may  bring  this  beauty  to  the  minds  of  the  pupils. 

THE  ENCHANTED  FBOG 

Prepare  the  story  in  the  usual  way. 

If  the  teacher  wishes  to  dramatize  it  she  should  pre¬ 
pare  an  outline  and  proceed  as  usual  with  the  read¬ 
ing. 

THE  HOLLY  BEBBIES 

The  directions  for  this  story  are  the  same  as  for 
“The  Enchanted  Frog.” 


32 


THE  METHOD  USED  IN 


THE  GOOSE  THAT  LAID  GOLDEN  EGGS 
Test  Lesson 

The  teacher  should  prepare  questions  and  give  this 
lesson  as  directed  under  “The  Dove  and  the  Bee.” 


HOW  THE  OAK  TREE  BECAME  KING 

Preparatory  period. 

Preparation  words  as  outlined. 


Reading  period. 


Pupils  read  silently. 

Pupils  reproduce  and  discuss. 
Pupils  read  orally. 


»Each  part. 


The  teacher  should  plan  her  questions  for  this  les¬ 
son  very  carefully. 


BILLY  BLACKBIRD 

Preparatory  period. 

Preparation  of  words  as  outlined. 

Reading  period. 

Part  1 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 
Characters — J  ohn, 

Rachel, 

Bird. 

Time — Beautiful  day  in  October. 
Place — The  woods  and  the  way  home. 
Action. 

Conversation. 

Oral  Reading. 


THE  NEW  BARNES  READERS 


33 


Part  II 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 
Characters — Rachel, 

John, 

Mother, 

Blackbird. 

Place — The  children’s  home. 
Time — Same  day. 

Action. 

Conversation. 

Oral  Reading. 

Part  III 


Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 
Characters — The  same. 

Time — Day  after  day  and  two  weeks  later. 
Place — The  same. 

Action. 

Conversation. 

Oral  Reading. 

Part  IV 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 
Characters  and  Place — The  same. 

Time — One  bright  sunny  day. 

Action. 

Conversation. 

Oral  Reading. 


34 


THE  METHOD  USED  IN 


Part  V 

Pupils  read  silently. 

Pupils  reproduce. 

Teacher  questions  for 

Characters — Billy  and  his  brothers  and  sisters. 
Place — Over  hill  and  valley. 

The  South. 

Time — Day  after  day. 

Action. 

Conversation. 

Oral  reading  of  Part  V  and  of  the  complete  story 
by  the  pupils. 

Dramatization. 


A  PLEDGE 

Careful  preparation  of  the  words. 

Silent  reading. 

Discuss  the  meaning  of  every  sentence  of  “The 
Pledge." 

Have  pupils  read  it,  then  memorize  it. 


THE  NEW  BARNES  READERS 


35 


WORD  LIST 

The  Helpful  Engine 
Four  Pages 


worn-out 

city 

stopped 

helpful 

freight 

Christmas 

engine 

drifting 

sturdy 

engineer 

slower 

pony 

roundhouse 

waiting 

cheerful 

train 

eve 

station 

The  Young  Robin 

One  Page 

don’t 

sorry 

fling 

care 

Bed  in  Summer 

wink 

One  Page 

summer 

candle 

street 

winter 

grown 

strange 

dress 

people 

clear 

yellow 

The  Turkey’s  Nest 

should 

Ten  Pages 

air 

visit 

early 

barnyard 

hollow 

awake 

gray 

stumps 

started 

always 

wood-pile 

anybody 

health 

bonnet 

scarcely 

agree 

wood-lot 

wherever 

family 

quiet 

surprised 

idea 

neither 

twelve 

haystack 

wood 

hatched 

queen 

followed 

added 

children 

hidden 

gathered 

cousin 

36  THE  METHOD  USED  IN 


Guess  Its  Name 
One  Page 


without 

springs 

insects 

color 

sweet 

write 

rivers 

clean 

fish 

lakes 

The  Fairies 9  Secret 
Seven  Pages 

skate 

fairies 

dreamed 

poppies 

secret 

fairyland 

crystal 

Jane 

velvet 

bottom 

limb 

meadow 

silver 

sunny 

tiny 

flashed 

June 

skipped 

twinkled 

afternoon 

taught 

twinkling 

flowers 

buttercup 

pool 

bloomed 

which 

sheen 

butterflies 

unkind 

wakened 

flitted 

fairy 

poppy 

fireflies 

The  Mouse  Didn’t  Think 

One  Page 

trap 

smelled 

nibble 

sniffed 

boldly 

snap 

The  Elves’  Pointed  Slippers 

Eight  Pages 

elves 

piece 

finished 

pointed 

leather 

ready 

slippers 

enough 

pity 

evening 

shoes 

repay 

shoemaker 

moment 

kindness 

THE  NEW  BARNES  READERS 


37 


closet 

torch 

glee 

midnight 

waved 

button 

clock 

clothes 

toes 

struck 

suit 

glows 

danced 

match 

starry 

naked 

instead 

elf 

carrying 

The  Snow  Man 

One  Page 

yard 

body 

picture 

The  Gray  Mouse  and  the  Elf  Men 


Eight  Pages 


Jack 

throne 

lazy 

chestnuts 

jacket 

napped 

cellar 

trimmed 

unlocked 

floor 

gold 

key 

crept 

trembled 

pocket, 

broken 

palace 

chance 

queer 

prisoner 

drawers 

slipped 

bacon 

dishes 

doorkeeper 

polish 

search 

scampered 

third 

clapper 

reach 

except 

loose 

belongs 

trusted 

missed 

prince 

The  Bee  Song 

chain 

One  Page 

busy 

diving 

honey 

roaming 

clover 

wax 

humming 

38  THE  METHOD  USED  IN 

Which  Loved  Best 


Three  Pages 


forgetting 

tongue 

school 

leaving 

teased 

babe 

swing 

pouted 

stepping 

bring 

half 

dusted 

rosy 

Fan 

child 

Nell 

really 

The  Little  Brass  Kettle 


Sixteen  Pages 


brass 

spare 

kitchen 

kettle 

sum 

dumplings 

great 

town 

sugar 

grain 

stranger 

leap 

pasture 

dollars 

middle 

servants 

worth 

minute 

hundred 

handle 

threshing 

years 

luck 

shovels 

greedy 

true 

counting 

among 

supper 

owed 

penny 

joke 

stood 

saving 

scour 

rubbing 

acres 

wonderful 

arms 

dozen 

touched 

greed 

feeble 

ought 

The  Foolish  Turkey 
One  Page 

mind  alone 


pass 


THE  NEW  BARNES  READERS 


39 


The  Christmas  Tree 


ago 

Four  Pages 

course 

smiled 

valley 

creeping 

raised 

trimmings 

crawled 

wand 

few 

branch 

glistened 

paper 

spread 

shone 

spiders 

twig 

purred 

wejbs 

slender 

joy 

delighted 

darkness 

happiest 

bushes 

Guess  What  It  Is 
One  Page 
shells 

inside 

covered 

squirrel 

hammer 

The  Wind 

Pupils  may  memorize  this  poem. 

The  Slow  Little  Mud  Turtle 

turtle 

Eleven  Pages 
even 

sharp 

twenty 

patient 

marks 

poked 

unless 

moonlight 

sunning 

happens 

frog 

drying 

edge 

ahead 

stubbed 

often 

else 

front 

splash 

toward 

snail 

turned 

leaned 

row 

drew 

fact 

hurrying 

kept 

quickest 

rude 

carried 

change 

lags 

laughed 

overcome 

fault 

40 


THE  METHOD  USED  IN’ 


The  Dove  and  the  Bee 
One  Page 


dove 

throw 

danger 

dropped 

aim 

stung 

floated 

Irmgard9 $  Cow 

hand 

Ten  Pages 

Swiss 

promised 

smile 

Irmgard 

Switzerland 

wrong 

guide 

highlands 

perhaps 

herdsman 

deal 

roadside 

dairymaid 

chewed 

tingle 

present 

cud 

meant 

uncle 

switched 

sleek 

across 

wore 

nodded 

mountain 

marched 

neighbor 

Peter 

ribbons 

path 

message 

prettiest 

greet 

learn 

whole 

loving 

churn 

good-by 

breath 

print 

chief 

close 

expect 

surprised 

trotted 

pound 

to-morrow 

frisky 

gift 

mouth 

baby 

imagine 

secret 

calf 

Rose 

The  Rock-a-by  Lady 

Pupils  may  memorize  this  poem 

The  Gat ,  the  Monkey,  and  the  Chestnuts 
Two  Pages 

monkey  paw  burnt 

roast  pussy  pains 


THE  NEW  BARNES  READERS 


41 


The  Tale  of  Peter 
Ten  Pages 

Babbit 

Flopsy 

parsley 

sneezed 

Mopsy 

cucumber 

Kerchoo 

Cotton-tail 

frame 

wander 

sand-bank 

knee 

lippity 

underneath 

cabbage 

puzzled 

fir-tree 

thief 

staring 

McGregor 

dreadfully 

twitched 

accident 

potato 

Benjamin 

mischief 

escaped 

Bun: 

basket 

unfortunately 

suddenly 

umbrella 

gooseberry 

scritch 

currant 

sparrow 

scuttered 

bunnies 

excitement 

wheelbarrow 

blackberries 

implored 

onions 

squeeze 

exert 

beyond 

lettuce 

sieve 

scare-crow 

French 

intended 

flopped 

beans 

wriggled 

fortnight 

radish 

tool-shed 

camomile 

rather 

presently 

tablespoonful 

The  Magpie’s  Class 

Eight  Pages 

magpie 

starling 

loosely 

class 

whistle 

satisfied 

built 

arrive 

untidy 

pretty 

dove 

straw 

cosy 

chirp 

weave 

consent 

circle 

notice 

flapped 

easy 

lesson 

thrush 

haste 

smoothing 

trill 

since 

none 

tir-a-lee 

shape 

content 

chee 

believed 

42 


THE  METHOD  USED  IN 


ill 

doctor 


The  Cat  and  the  Birds 
Two  Pages 
medicine 


cure 


Mickie  Long-Tail 
Twelve  Pages 


sighed 

money 

scarlet 

Mickie 

temper 

worried 

companion 

counted 

cradle 

menagerie 

tucked 

treasure 

together 

serious 

jealous 

palm 

matter 

carrots 

cocoanuts 

shivered 

collecting 

hairy 

organ 

pennies 

homesick 

Moses 

motor 

seek 

donkey 

racing 

tip-toppest 

quarrel 

screamed 

rubbed 

bottom 

heed 

fists 

tickling 

tugged 

blinked 

Sunday 

reins 

indeed 

plainly 

burst 

exploring 

hour 

gutter 

Chitter-Chatter 

heart 

grinder 

wooden 

pity 

aunts 

suppose 

hoofs 

welcome 

whispered 

funny 

chattering 

south 

anger 

aching 

hunger 

bound 

gazing 

between 

pressed 

sea 

spirit 

cheek 

messages 

jolt 

sentry 

wistful 

jerk 

shoulder 

trailed 

master 

disappeared 

THE  NEW  BARNES  READERS 


43 


The  Alligator  and  the  Jackal 
Eleven  Pages 


alligator 

popped 

beast 

jackal 

snout 

shook 

fond 

gobble 

second 

crabs 

lashed 

rage 

mistake 

bank 

allow 

clever 

bubbles 

cunning 

bulrush 

pretend 

firewood 

juicy 

jungle 

dreadful 

tender 

dragged 

smoke 

buried 

appear 

breathe 

jaws 

heap 

advice 

The  Dog  and  the 
Two  Pages 

Wolf 

meal 

case 

weeks 

1  Saw  a  Ship  A-Sailing 

Two  Pages 

sailing 

cabin 

decks 

laden 

silk 

captain 

thee 

masts 

packet 

comfits 

A  Star  Story 

move 

4 

Seven  Pages 

story 

wilted 

hurried 

famine 

dusty 

faint 

months 

chirped 

bleat 

narrower 

fevers 

poured 

trickled 

thirsty 

nurse 

springs 

dipper 

knock 

grasses 

brim 

ragged 

% 


44 

THE  METHOD  USED  IN 

pale 

hastened 

searched 

stretched 

lapped 

vain 

less 

stream 

lad 

vanished 

bathed 

glittering 

gushed 

northern 

The  Enchanted  Frog 


enchanted 

Nine  Pages 
dived 

witch 

daughter 

marble 

marry 

royal 

giant 

bride 

princess 

yesterday 

kingdom 

beside 

hoarse 

chariot 

ngly 

napkin 

drawn 

tears 

enjoy 

horses 

jewels 

instantly 

harness 

crown 

handsome 

plumes 

playmate 

truly 

rule 

plate 

evil 

gentle 

holly 

The  Holly  Berries 
Five  Pages 

dusk 

size 

berries 

snores 

talons 

number 

thunder 

soared 

guarded 

storm 

arrows 

band 

magic 

wounded 

invisible 

eagle 

blood 

dawn 

battle 

healed 

sunbeams 

unselfish 

The  Goose  That  Laid  Golden  Eggs 
Two  Pages 
eager 


THE  NEW  BARNES  READERS 


45 


How  the  Oak  Tree  Became  King 


Eight  Pages 

quivered 

arose 

woodpecker 

firelight 

shrill 

wove 

store 

glossy 

traveler 

patterns 

numb 

faded 

perish 

clothed 

shrieked 

blossomed 

flames 

behold 

echoed 

oak 

forgotten 

plain 

simple 

coarse 

acorns 

kindly 

shade 

sift 

blossoms 


Billy 

November 

Rachel 

decided 

shuffling 

fluttered 

unable 

forward 

trembling 

gently 

hunter 

injured 


pledge 

citizen 

United  States 
America 
hereby 
glory 


Billy  Blackbird 
Nine  Pages 
doubt 
flock 
fellow 
journey 
pasteboard 
comfortable 
perch 
tacked 
enter 
fresh 
livelier 

A  Pledge 

One  Page 
country 
truth 
liar 
coward 
idle 


fingers 

although 

rasping 

harsh 

lawn 

paused 

directly 

alighted 

settled 

steadily 

joyous 


idler 

prove 

nation 

industry 

wisdom 

opportunity 


) 


#ifa 


3  0112 


05664913 


THE  NEW  BARNES  READERS 


BY 

MAY  ROBBINS 

PRIMARY  SUPERINTENDENT,  KEARNY,  N.J. 

HERMAN  DRESSEL 

SUPERINTENDENT  OF  SCHOOLS,  KEARNY,  N.J. 
AND 

ELLIS  U.  GRAFF 

SUPERINTENDENT  OP  SCHOOLS,  INDIANAPOLIS 

ILLUSTRATIONS  BY  MABEL  B.  HILL 


PRIMER.  First  Year — First  Half. 

96  pages.  Cloth.  Price  36  cents. 

BOOK  ONE.  First  Year — Second  Half. 
96  pages.  Cloth.  Price  36  cents. 

BOOK  TWO.  Second  Year. 

192  pages.  Cloth.  Price  48  cents. 

In  Preparation 

Books  Three  To  Six  Inclusive 


DEVELOPMENT  CARDS 

For  use  in  connection  with 
THE  NEW  BARNES  READERS 

A  Self-Teaching  Set  of  Word  Building  Cards 
Developing  1000  Words. 

These  Cards  Simplify  the  Teaching  of  Phonics. 
Price  Per  Set  $4.00 


THE  A.  S.  BARNES  COMPANY 

PUBLISHERS 

New  York 


Chicago 


